The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.
Reflections on the Ecolab and the Zone of Proximal Development
Open accessAbstract
In 1999 we reported a study that explored the way that Vygotsky’s Zone of Proximal Development could be used to inform the design of an Interactive Learning Environment called the Ecolab. Two aspects of this work have subsequently been used for further research. Firstly, there is the interpretation of the ZPD and its associated theory that was used to operationalize the ZPD so that it could be implemented in software. This interpretation has informed further research about how one can model context and its impact on learning, which has produced a design framework that has been successfully applied across a range of educational settings. Secondly, there is the Ecolab software itself. The software has been adapted into a variety of versions that have supported explorations into how to scaffold learners’ metacognition, how to scaffold learners’ motivation and the implications of a learner’s goal orientation upon their use of the software. The findings from these studies have informed our understanding of learner scaffolding and have produced consistent results to demonstrate the importance of providing learners with appropriately challenging tasks and flexible support. Vygotsky’s work is as relevant now as it was in 1999: it still has an important role to play in the development of educational software.
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“AIAssess is an example of an intelligent assessment tool that was developed by researchers at UCL Knowledge lab [38, 43]. It assessed students learning math and science based on three models: knowledge model, analytics model and student model.”
From Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021 (2022) · cites this paper as [38]
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Cites
(1978) · Medical Entomology and Zoology · Cited by 53,488
Lecture Notes in Computer Science 1205
(1999) · Industrial Robot the international journal of robotics research and application · doi:10.1108/ir.1999.04926fae.001 · Cited by 39,228
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 3×
“Three versions of the Ecolab software were developed in order to enable the comparative evaluation we reported: VIS (Vygotskian Instructional System, the full version of the software inspired by Vygotsky’s ZPD); WIS (Woodsian Instructional system, a system that adopted a contingent approach to supporting the learner b…”
MethodMind in society: The development of higher psychological processes. L. S. Vygotsky.
Cole, M., John-Steiner, V. P., Scribner, S., & Souberman, E. (1978) · Cited by 1,309
Intelligent Tutoring Goes To School in the Big City
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (2018) · doi:10.1184/r1/6470153 · Cited by 1,105
Frontiers in Artificial Intelligence and Applications
Yadav, J., Shukla, S., Sharma, K., Soni, N., Agarwal, S., & Pathak, P. C. (2022) · International Conference on Computation, Automation and Knowledge Management (ICCAKM) · doi:10.1109/iccakm54721.2022.9990098 · Cited by 674
International Handbook of Metacognition and Learning Technologies
Molenaar, I., van Boxtel, C., Sleegers, P. J. C., Azevedo, R., & Aleven, V. (2013) · Springer international handbooks of education · doi:10.1007/978-1-4419-5546-3 · Cited by 405
The poetics of augmented space
Манович, Л. (2006) · Visual Communication · doi:10.1177/1470357206065527 · Cited by 349
Help seeking, learning and contingent tutoring
Wood, H., & Wood, D. (1999) · Computers & Education · doi:10.1016/s0360-1315(99)00030-5 · Cited by 275
Research works printed but not linked: 2
- Eison, J.A. (1979). The development and validation of a scale to assess different student orientations towards grades and learning. Unpublished doctoral dissertation, University of Tennessee, Knoxville.
- Luckin, R. (1998). ’Ecolab’: Explorations in the zone of proximal development. Unpublished D.Phil. Thesis, University of Sussex.
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Artificial Intelligence in Education (AIEd): a high-level academic and industry note 2021
Chaudhry, M. A., & Kazim, E. (2022) · AI and Ethics · doi:10.1007/s43681-021-00074-z · Cited by 425
Towards artificial intelligence-based assessment systems
Luckin, R. (2017) · Nature Human Behaviour · doi:10.1038/s41562-016-0028 · Cited by 303
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Metadata
- Authors
- Luckin, R., & du Boulay, B.
- Affiliations
- University College London (GB)
- Corresponding author
- Luckin, Rosemary
- ORCID
- Luckin, Rosemary
- Venue
- International Journal of Artificial Intelligence in Education
- Publisher
- Elsevier BV
- Published
- 2016-03
- Volume
- 26
- Issue
- 1
- Pages
- 416-430
- ISSN
- 1560-4292 (ISSN-L)
- OpenAlex
- W2248008177
- Cited by
- 16
- References
- 25
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 3 · 2020: 2 · 2019: 2 · 2017: 1
- FWCI
- 0.33
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Artificial Intelligence in Education (publishedVersion, cc-by-nc-nd)
- UCL Discovery (University College London) (submittedVersion)
- Funders
- Engineering and Physical Sciences Research Council (EP/E051847/1)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- Ecolab, zone of proximal development, Vygotsky, interactive learning environment, educational software design, scaffolding, metacognition, student motivation, goal orientation, task difficulty
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